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A level Psychology Year 1 > Section 2 - Memory > Flashcards

Section 2 - Memory Flashcards

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1
Q

What are the 3 types of memory

A
  • Semantic (knowledge) - conscious
  • Episodic (emotion) - conscious
  • Procedural (movement) - unconscious
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2
Q

What are the 2 characteristics of memory

A
  • STM

- LTM

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3
Q

What is encoding

A

How a memory trace is internally represented

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4
Q

How is STM encoded

A

-acoustic

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5
Q

How is LTM encoded

A

-Semantic

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6
Q

What is capacity

A

How much in physical terms each memory store can hold

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7
Q

What is duration

A

How long a memory trace lasts once created in STM and LTM

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8
Q

What is the magic number of recall

A

7 (+ or - 2)

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9
Q

What are the 3 parts of the working memory model (WMM)

A
  • Central executive
  • Phonological loop
  • Visuo-spatial sketchpad
  • Episodic buffer
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10
Q

What is the central executives function

A

Monitors and coordinates all other mental functions in working memory

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11
Q

What are the 3 slave systems

A
  • LTM
  • Visuo-spatial sketchpad
  • phonological loop
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12
Q

What are the problems with using case studies

A
  • They’re of unique individuals and cannot be generalised to the population
  • brain injury is traumatic, changes behavior so the person performs worse on tasks
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13
Q

What 2 parts does the phonological loop consist of

A
  • Phonological store

- Articulatory control process

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14
Q

What is the phonological store

A

speech perception- holds info in speech form for 1-2 seconds

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15
Q

What is the Articulatory control process

A

speech production- used to rehearse and store verbal info from the phonological store

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16
Q

What was the aim of Baddeley and hitch (1974)

A

To investigate if participants can use different parts of working memory at the same time.

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17
Q

How many tasks did Baddeley and hitch get the participants to perform

A

2 tasks at the same time

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18
Q

What did the digit span task require the participants to do

A

Repeat a list of numbers

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19
Q

What did the verbal reasoning task require the participants to do

A

Answer true or false to various questions

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20
Q

What did they find in the digit span task

A

As the length of numbers increased it took participants longer to answer the reasoning questions

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21
Q

What did they find in the verbal reasoning task

A

they didn’t make any more errors in the verbal reasoning tasks as the number of digits increased

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22
Q

Does the central executive have a storage capacity

A

No storage capacity; so nowhere to hold info that relates to visual or acoustic

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23
Q

What does the episodic buffer do

A
  • Integrates info from the CE to the phonological loop and the VSSP
  • maintains a sense of time sequencing (recording events)
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24
Q

What are the 2 parts of the VSSP

A
  • Visual cache (visual items)

- Inner scribe (arrangement of objects

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25
Q

What is the duration of STM

A

18-30 seconds

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26
Q

What is the capacity of the STM

A

chunks 7 +/- 2

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27
Q

What is the duration of the LTM

A

Infinite

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28
Q

What is the capacity of the LTM

A

Infinite

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29
Q

What was the first store in the multi-store model of memory

A

Sensory memory

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30
Q

What was the second store in the multi-store model of memory

A

Short term memory

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31
Q

What was the third store in the multi-store model of memory

A

Long term memory

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32
Q

What was the arrow that points to the STM in the multi store model of memory from the sensory memory

A

Attention

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33
Q

What was the arrow that points to the Long term in the multi store model of memory

A

storage

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34
Q

What was the arrow that points to the STM in the multi store model of memory from the long term memory

A

Recall

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35
Q

How can you make information go into your long term memory multi-store model of memory

A

Rehearse the information

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36
Q

How long will it take for you to forget information you don’t pay attention to multi-store model of memory

A

2-3 seconds

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37
Q

Strengths of the multi-store memory model

A

Brain scanning techniques showing difference between STM and LTM

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38
Q

What is a limitation of the multi-store memory model

A

Over simplified

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39
Q

How is the multi-store model over simplified

A

It suggests that they’re single stores, research doesn’t support this

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40
Q

What is a case study on the multi-store memory model

A

Study of people with brain damage shows different areas of brain are involved in STM and LTM

41
Q

What are the main characteristics of the sensory memory store

A

gain information fro your 5 receptors and corresponding areas of the brain

42
Q

What are the main characteristics of the STM

A
  • used for immediate tasks limited duration

- info will disappear from STM if new information occurs

43
Q

What are the main characteristics of long term memory

A
  • Unlimited duration and capacity

- occurs when you understand the info

44
Q

What are the 3 types of LTM

A
  • Episodic
  • Semantic
  • Procedural
45
Q

What is procedural memory and example

A

How to do things IE: how to tie shoe laces

46
Q

What is Episodic memory and example

A

A conscious memory of a previous experience IE: first day at school

47
Q

What is Semantic memory and example

A

A recollection of a word, concept or number IE: How to spell

48
Q

What are the 2 main types of LTM

A
  • Implicit memory

- Explicit memory

49
Q

What is explicit memory

A

Memories acquired and used unconsciously

50
Q

What is implicit memory

A

conscious, intentional recollection of factual information

51
Q

What is retroactive interference

A

Current attempts to learn something interfere with past learning

52
Q

What is proactive interference

A

Past learning interferes with current attempts to learn something

53
Q

What did Underwood (1957) find after pps memorised 10 or more lists

A

After 24hours they only remembered 20% of it

54
Q

What did Underwood (1957) find after pps memorised 1 list

A

They remembered 70% of it

55
Q

When is interference strongest

A

When items are similar

56
Q

What are the 2 theories of forgetting

A
  • Decay theory

- retrieval failure

57
Q

What does the decay theory suggest

A

Memories fade due to the passage of time

58
Q

What does the retrieval failure theory suggest

A

Memories are in the LTM but cannot be accessed

59
Q

What is a cue

A

Anything that can help you remember

60
Q

What is forgetting in LTM mainly due to

A

retrieval failure

61
Q

Who conducted the leading questions study

A

Loftus and Palmer

62
Q

What year was the leading questions study conducted

A

1974

63
Q

How many students were shown the traffic accident

A

45

64
Q

How many different traffic accidents were shown

A

7

65
Q

What verbs were used to describe the traffic accident

A
  • Smashed
  • collided
  • bumped
  • hit
  • contacted
66
Q

What was the mean speed estimate when the verb smashed was used

A

40.8 mph

67
Q

What was the mean speed estimate when the verb collided was used

A

39.3 mph

68
Q

What was the mean speed estimate when the verb bumped was used

A

38.1 mph

69
Q

What was the mean speed estimate when the verb hit was used

A

34 mph

70
Q

What was the mean speed estimate when the verb contacted was used

A

31.8 mph

71
Q

What was the 2nd study they did on a car crash

A

ask misleading questions on if there was nay broken glass

72
Q

How many groups were they split up into on the broken glass study

A

3

73
Q

How long did the participants wait to return to the broken glass study

A

1 week

74
Q

How many questions were they asked when they returned

A

10 questions

75
Q

What was the only question out of the 10 that was important

A

Did you see any broken glass in the film

76
Q

What did they find about the broken glass question

A

That those who thought the car was going faster, more of them said they remember broken glass

77
Q

What did the Loftus and Palmer study find about leading questions

A

They did actually change your memory of the event

78
Q

What is a leading question

A

A question that suggests to the witness what answer is desired

79
Q

What is a misleading question

A

Supplying info that may lead a witness memory for a crime to be altered

80
Q

What is anxiety

A

Emotional state accompanied by increased HR and breathing rate

81
Q

What is post event discussion

A

A discussion that happens after the event between eye witnesses that could affect the witness’ memory for this event

82
Q

Does anxiety have a positive or negative affect on memory

A

Negative

83
Q

Which type of skills are not affected by stress/physiological arousal

A

Automatic skills

84
Q

What did Johnson and Scott look at

A

Weapon focus effect and how is might reduce EWT accuracy

85
Q

How does the weapon focus effect reduce EWT

A

distracts attention from other features therefore reduces the accuracy of identification

86
Q

What were the 2 items Johnson and Scott used to test anxiety levels

A

Pen covered in grease (low anxiety)

Knife covered in blood (high anxiety)

87
Q

Where did Johnson and Scott ask participants to wait

A

In a waiting room

88
Q

What happened in the room next to the waiting room in Johnson and Scott’s experiment

A

An argument

89
Q

What happened after the argument in the waiting room

A

Man came running through with one of the items (knife or pen)

90
Q

What was the mean accuracy in identifying the man with the pen

A

49%

91
Q

What was the accuracy in identifying the man with the knife

A

33%

92
Q

What did Loftus et al. 1987 show about anxiety

A

It focuses attention on central features of a crime (eg weapon)

93
Q

What did Christianson and Hubinette 1993 conduct a study about

A

Bank robberies in Sweden

94
Q

How many people did Christianson and Hubinette interview

A

58

95
Q

How long after the robbery were the interviews conducted

A

4-15 months

96
Q

What did Christianson and Hubinette find about the witnesses recall

A

better than 75%

97
Q

What did Christianson and Hubinette find about the witnesses who were most anxious

A

they had the best recall

98
Q

what does Christianson and Hubinette’s study show

A

That anxiety does not reduce accuracy of recall

A level Psychology Year 1 (7 decks)

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